A decade ago, the main issue regarding technology in schools was whether it should be integrated or not. Today, the focus has shifted to the effective use of technology. For technology to be used effectively, teachers need proper professional development to stay informed as technology advances rapidly. Professional development is key for teachers to continuously improve their skills and understand how to integrate technology into meaningful learning experiences for students. It needs to be an ongoing process that includes hands-on learning, collaboration, and sufficient time and resources. Without proper professional development, teachers lack confidence in using classroom technology, which limits learning opportunities for students.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
The research paper discussed ICT impact on schools, through discussing its impact on teachers and students, and their general attitudes towards use of ICT in their classroom and as a medium of teaching and learning. The majority of the research indicated that the use of ICT was fruitful; its implementation raised the motivation of the students towards learning through breaking the conventional methods of teaching. Moreover, some of the studies showed that the student's rates of success, and that their participation improved, in addition to advancement in their computer skills and most importantly, their achievement. The use of ICT in schools is challenging and requires careful planning since the new generations have advanced skills in most of the new technological innovations, which threatens the educational process through using the ICT provided at schools for purposes beyond learning and teaching.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Technology and Early Childhood Education A TechnologyIntegr.docxjacqueliner9
Technology and Early Childhood Education: A Technology
Integration Professional Development Model for Practicing
Teachers
Jared Keengwe Æ Grace Onchwari
Published online: 3 September 2009
� Springer Science+Business Media, LLC 2009
Abstract Despite the promise of technology in educa-
tion, many practicing teachers are faced with multiple
challenges of effectively integrating technology into their
classroom instruction. Additionally, teachers who are suc-
cessful incorporating educational technology into their
instruction recognize that although technology tools have
the potential to help children, they are not ends in them-
selves. This article describes a Summer Institute project
that the authors facilitated in a medium sized midwest
public university. The summer workshop afforded partici-
pating early childhood education teachers exciting oppor-
tunities to interact with various instructional tools and
technology applications. Further, the practicing teachers
explored various strategies to integrate specific technology
tools into their lessons in a manner consistent with con-
structivist pedagogy. This article is intended to stimulate
reflections on the need to adopt a suitable technology
integration professional development model in early
childhood education classrooms to support young learners.
Keywords Early childhood education � Teachers �
Technology integration � Professional development
Introduction
The integration of educational technology into classroom
instruction to enhance student learning is of increasing
interest to stakeholders such as policymakers, administra-
tors, educators, students, and parents (Keengwe 2007).
Over the past decade, educators have been under pressure
to reform school through technology. Public and political
support for technology use has generated billions of dollars
toward increasing its availability to schools and colleges
(Cuban 2001; Oppenheimer 2003). About 90% of all
children today have used a computer (Debell and Chapman
2003). However, the National Center for Education Sta-
tistics (NCES) reported that only half of the public school
teachers who had computers or the Internet available in the
schools used them for classroom instruction (Judson 2006).
Many parents recognize that technology is important
and its use can improve the quality of work children
complete in and outside school (Kook 1997). Even so,
there are concerns about technology’s potential benefits or
harm to young children. By creating appropriate technol-
ogy-based learning environments and developmentally
appropriate activities for children, teachers can provide a
variety of positive learning experiences for young learners.
However, as Wang and Hoot (2006) note:
Early childhood educators are now moving away
from asking the simple question of whether technol-
ogy is developmentally appropriate for young chil-
dren. Rather, they are more concerned with how
[information and communicati.
This document shows the importanace of technology in education. Check http://importanceoftech.com for more relevant articles showing importance of tech.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Running head THE EMERGING TECHNOLOGIES1THE EMERGING TECHN.docxtodd521
Running head: THE EMERGING TECHNOLOGIES
1
THE EMERGING TECHNOLOGIES
7
The Comparative Studies of the Emerging Technologies
Larry Ratliff Jr
Strayer University
EDU 540
February 4, 2018
Dr. Lori Wijbrandus
Question 1: The overall merit of the selected technologies over the ones mentioned in the assignment 1
The integration of the instructional technologies within a classroom setup has the potency of transforming the current/ existing/ modern form of education and institutional learning for students (Kilgo et al., 2015). Nevertheless, the emerging technologies on classroom setup have a massive impact during the implementation. As such, it is predictable that future technologies will offer a considerable benefit to all the stakeholders in the learning system. Furthermore, certain varieties of resources can be instituted in the school curriculum to demonstrate the importance of technology to children’s education. Agreeing with Duque (2014), the technology will always have some significant impact on in student learning as it allows the educator to enhance their lesson. Besides, the developing technologies within the education system help learners advance their technology skills, i.e., digital media literacy. Hence, learners will deploy the theoretical frameworks needed for authentic learning, as well as use technology as a cognitive learning tool (Duque, 2014).
Question 2: The similarity and differences between the chosen emerging technologies and the none-chosen emerging technologies addressing:
a.) Addressing the needs and challenges inherent in the educational setting or relating to the scenario in the assignment 1
In the task one, some of the learning technologies mentioned include the digital booklets, the whiteboards, and use of Smart gadgets. These technologies vis-à-vis use of laptops, tablets, the PowerPoint are some of the other mentionable emerging technologies in the education sector. All these features consist of instructional learning tools for any classroom setup. Also, these technologies have a massive impact on the child classroom learning process as they can access different apps and resources. Also, teachers can make use of such technologies to include instructional learning and in improving the student digital media literacy (Pruet et al., 2016). Also, these technologies are flexible enabling students to adapt to new learning.
However, these technologies may not yield positive learning outcome where the educators lack proper skills in using such technologies in the classroom setup. Also, technical problem with setting up the technology may negatively impact its use (Pruet et al., 2016). As such, teachers must be well prepared and given enough time to incorporate such new technologies to appropriately support the learning environment. Such prospect of preparing and collaborating technologies may be time wasting and may involve a lot of technicalities and risks, e.g., software risks, outages, etc.
b.) Important.
Why use technology in the classroom portfolio jmJasmineMiller23
This paper highlights how the newest generation of students experience technology almost every day in the real world. This paper illustrates how and why teachers and educators can integrate technology into their classrooms to help effectively engage students and enhance their educational content.
Why use technology in the classroom portfolio jmJasmineMiller23
This paper highlights how the newest generation of students experience technology almost every day in the real world. This paper illustrates how and why teachers and educators can integrate technology into their classrooms to help effectively engage students and enhance their educational content.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. B.
Morrow
NOT
FOR
DISTRIBUTION
Professional
Development
Rationale
A
decade
or
so
a
go
the
main
issue
surrounding
technologies
and
schools
was
whether
or
not
they
should
be
integrated
(Rodriguez,
2000).
Today,
the
issue
for
these
two
has
turned
to
the
effective
use
of
technologies
in
schools.
This
stems
from
the
question
of
whether
teachers
are
well
enough
informed
to
efficiently
use
the
technology.
How
can
they
become
well
informed?
Professional
Development.
Professional
Development
is
the
fundamental
key
for
teachers
to
ensure
they
are
continue
developing
and
increase
their
expertise
and
understanding
(Aussie
Educator,
2011).
Through
my
iVideo,
teachers
will
be
encouraged
and
motivated
to
accept
that
technology
in
classrooms
is
here
to
stay.
It
therefore
becomes,
their
responsibility
to
get
on
board
and
use
it
effectively.
By
taking
responsibility
for
their
own
professional
development,
they
will
not
only
become
knowledgeable
learners,
but
will
be
able
to
create
exciting
lessons
where
they
can
integrate
technology
into
authentic
learning
experiences
for
their
students.
In
a
society
where
technology
is
accelerating
and
changing
so
fast
not
only
around
us,
and
in
our
classrooms,
professional
development
is
the
key
solution
to
remaining
up
to
date.
Training
teachers
in
a
range
of
basic
IT
skills
is
not
sufficient
any
more,
nor
is
a
technology
workshop
that
a
teacher
may
have
attended
once
a
year
in
the
past.
Rodriguez
(2000)
states
that
in
today’s
age,
professional
development
in
respect
of
technology,
needs
to
be
made
up
of
a
selection
of
fundamental
components
such
as:
A
connection
to
student
learning,
hands-on
technology
use,
variety
of
learning
experiences,
curriculum-specific
applications,
new
roles
for
teachers,
collegial
learning,
active
participation
of
teachers,
ongoing
process,
sufficient
time,
technical
assistance
and
support,
administrative
support,
adequate
resources,
continuous
funding,
and
built-in
evaluation
(para
10).
2. B.
Morrow
NOT
FOR
DISTRIBUTION
In
order
for
that
fundamental
components
be
explored
effectively,
professional
development
needs
to
be
an
ongoing
process
(Downes
et
al.,
2001).
This
involves
schools
and
individuals
creating
a
professional
development
balance
allowing
teachers
the
time
and
resources
needed
to
adequately
complete
educational
teaching
programsinvolving
the
above.
(Woodward
&
Cuban,
2001).
A
study
undertaken
in
Queensland
in
2009
on
final
year
teacher
education
students’
and
their
technological
capabilities
showed
that
only
19.4%
felt
very
confident
in
using
technology
with
students
(Albion,
Finger
&
Jamieson-‐Proctor,
2010).
Ginns,
McRobbie,
&
Stein
(1999)
believe
that
primary
school
teachers
have
always
experienced
problems
and
difficulties
when
it
comes
to
integrating
technology
into
the
classroom.
More
often
than
not,
this
is
due
to
their
lack
of
confidence,
understanding
and
capability
in
using
technology.
So
how
can
we
fix
this
lack
of
confidence?
Professional
Development.
If
the
teacher
has
the
knowledge
to
integrate
technology
across
the
curriculum
they
have
the
tools
to
‘deepen
and
enhance
the
learning
process’
(para
2)
for
students
(Edutopia,
2008).
This
allows
students
to
engage
in
learning
tasks
through
images,
sounds
and
texts;
interact
with
other
students,
professionals
and
experts
across
the
world;
open
the
classroom
to
endless
online
resources
and
learning
experiences;
explore,
discover
and
research
through
technologies
of
the
21st
century.
However,
this
can
all
only
be
done,
if
the
teacher
is
prepared,
confident
and
knowledgeable
in
using
technology,
which
is
why
professional
development
is
so
important
today.
I
know
that
I
am
not
yet
fully
equipped
with
all
the
skills
and
tools
to
help
me
use
technology
in
the
classroom
to
the
best
of
my
ability.
However,
I
have
realized
through
professional
development
that
I
can
learn
how
to.
I
intend
my
iVideo
to
evoke
a
response
that
will
motivate
people
to
find
out,
experiment
and
discover
just
how
much
they
can
learn
about
technology.
This,
I
hope
will,
in
turn,
provide
a
more
technologically
effective
learning
atmosphere
for
students
and
teachers.
3. B.
Morrow
NOT
FOR
DISTRIBUTION
REFERENCES:
Aussie
Educator.
(2011).
Professional
Development.
Retrieved
February
19,
2011,
from:
http://www.aussieeducator.org.au/teachers/professionaldevelopment.html
Cuban,
L.
&
Woodward,
J.
(2001).
Technology,
Curriculum
&
Professional
Development.
Corwin
Press
Inc;
California,
United
States.
Downes
et
al.
(2001).
Making
Better
Connections.
Commonwealth
Department
of
Education
and
Training;
Canberra,
Australia.
Edutopia.
(2008).
Why
Integrate
Technology
into
the
Curriculum?:
The
reasons
are
Many.
Retrieved
February
19,
2011,
from:
http://www.edutopia.org/technology-‐
integration-‐introduction
Ginns,
I.,
McRobbie,
C.,
&
Stein,
S.
(1999).
A
Model
for
the
Professional
Development
of
Teachers
in
Science
&
Technology.
Retrieved
February
20,
2011,
from:
http://www.aare.edu.au/99pap/ste99273.htm
Jamieson-‐Proctor,
R.,
Finger,
G.,
&
Albion,
P.
(2010).
Auditing
the
TPACK
capabilities
of
final-‐year
teacher
education
students:
Are
they
ready
for
the
21st
century?
ACEC2010:
Digital
Diversity
Conference
6-‐9
April
2010,
Melbourne
Australia.
Rodriguez,
G.
(2000).
Critical Issue: Providing Professional Development for Effective
Technology Use. Retrieved February 19, 2011, from:
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm